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ERIC Number: EJ1149724
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0965-948X
Introducing Patchwork Assessment to a Social Psychology Module: The Utility of Feedback
Wesson, Caroline J.
Psychology Teaching Review, v19 n2 p97-105 Aut 2013
Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work prior to summative submission. Written in the style of patchwork text, an overview of the process of implementing this form of assessment is presented, focusing on the formative feedback process. Patches 1 to 4 outline the background to the patchwork text assessment approach and its implementation on a social psychology module. The process of feedback is evaluated in patch 5 by examining the effect of feedback on students' grades and by giving consideration to student views of the feedback process. The implementation of this assessment strategy, including the successes and challenges faced as a result of the feedback process, are then reflected upon. Students viewed staff feedback but not peer feedback positively, while staff found the process labour intensive and beneficial to some students only. It is concluded that patchwork text assessment is not suited to modules with a small staff to student ratio.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A